Presentation RECE conference, London, October 2011

1. Longing for future:
Ethics, politics and professionalism in ECE
RECE International Conference
London, 29th October 2011

2. Organisation of the presentation:
● Description of the study → PhD research
investigating the issue of ECE
professionalism carried out at Bologna
University
● Discussion of findings → teachers
perspectives on their professionalism will be
analysed and related to current policy
developments
● Possible implications for practices: the
experience of self-organised teachers’
workshops (F.R.A.M.E.)

3. Background Information
Split System
Bologna province, Emilia
Romagna (Italy)
● Nido (nest) Ages 0-3,
under the Ministry of
Welfare → children’s
attendance over 10%
nationally
● Scuola dell’infanzia
(Preschool/Kindergarde
n) Ages 3-6, under the
Ministry of Education →
children’s attendance
over 96% nationally

4. Background information (contd)
●State scuole dell’infanzia (approx. 46% of Bologna ECEC institutions)
- instituted in 1968 (‘enrolment is optional, attendance is free’)
- managed by school directors who are responsible for a small number of
pre- and primary schools
●Municipal scuole dell’infanzia (approx. 27% of Bologna ECEC inst.)
- initially developed by self-organised groups of parents and civic
committees in the 1960’s (reclaiming rights, social justice)
- then moved under the mananagement of municipalities that ensured
economical and cultural growth of institutions
- elaboration of a system of pedagogical coordination (pedagogista)
●Private faith scuole materne (approx. 26% of Bologna ECEC inst.)
- run by statutory bodies (parishes, religious orders, cooperatives..)
- attedance fees but partly publicly subsidised

5. Scuole dell’infanzia in Bologna province…
State scuole dell’infanzia
Municipal
scuole
dell’infanzia
Private faith scuole
materne

6. The study: aim and methodology
● Investigating ECE professionalism as a multilevel
and multifaceted phenomenon situated in socio-
cultural context
● 60 teachers working in state, municipal and private
(catholic) scuole dell’infanzia took part to focus
groups
● Hermeneutic phenomenography:
Teachers’ perceptions on their everyday work were
analysed by taking into account the social, cultural,
historical dimensions in which they are embedded
and which shaped them over time (Uljens, 1996)

7. Discussion of findings
From the analysis of teachers’ statements
emerged that ECE professionalism could be
described through the reciprocal integration of
several dimensions:
- pedagogy
- professional competence
- relationships

8. Pedagogy
Broad principles that allow teachers’ to create a
common understanding around their practices:
- children are active agents whose needs have to be
carefully understood in order to develop educational
paths (Vygotskij, 1962; Canevaro,Lippi & Zanelli, 1986;
Pontecorvo, 1991)
- to understand and address children’s needs it is
necessary to focus attention on their life environment:
school community, family and wider society
(Bronfenbrenner,1979)
Early childhood professionalism is characterised
by an ethical commitment that has social
implications

9. ‘[I think my professionalism is characterised in particular by]
welcoming children, parents and colleagues to compensate
the feelings of emptiness created by society nowadays.
This could be explained through a circumstance that
happened a few years ago in our school, when an
immigrant family that lived in conditions of social
disadvantage asked me and my colleagues whether it
would have been possible to celebrate the birth of their
second child with us at school, children and teachers
together, as they perceived us as their “second home”.
Behind our approval, that was shared among all of us
[referring to the teachers’ team], there was the intention of
making them feel welcome.’ (BO.07.01)

10. Professional competence
Professionalism as a constantly evolving
learning process:
● Openness toward new experiences/challenges
● Attitude of questioning > constantly re-defining
thoughts and understandings through critical
reflection on practices
● Using methodological tools (observing, planning,
elaborating didactic strategies…)
Early childhood professionalism is grounded in
experimental practices producing new pedagogical
knowledge

11. ‘My professionalism is characterised by a constant will to do
and know…I am always open to be challenged and to ask
questions for having a better understanding and for learning.’
(BO.12.01)
‘[I think my professionalism is characterised in particular by]
the will to keep an open-minded mentality, grounded in study
and research, and being aware of the fact that it is not
possible to achieve a stage in which you know everything’
(FIBO.09.01)
‘In the process of dealing with uncertain situations I have
always a firm stand-point: that is the necessity to listen to the
children. By listening to children I mean observing children
during moments such as free-play and meals for example; I
think it is necessary first of all to take time to understand what
are the needs of the children then reflecting and acting.’
(STBO.15.01)

12. Relationships
The relational dimension seems to be substantially contributing to
the process of professionalising – or rather de-professionalising –
teachers’ work within ECE institutions.
Collegiality as a dimension that enhances teachers’
professionalism by:
considering the diversity among team members as a resource
to be shared within the group
valuing each member’s contribution on the basis of mutual
recognition among colleagues (professional equality)
overcoming a privatistic conception of teaching and moving
toward an idea of education as shared responsibility
sustaining collective reflexivity through an open dialogue that
encompasses disagreement as a potential opportunity for
transformative change
Collegial work as a source of professionalisation

13. ‘Democratically exchanging ideas with colleagues is very important
as the team supports you both in carrying out routine work and in
taking important decisions. For example, in facing difficult situations
in my class, I know I am not alone: [I know that] by exchanging
ideas and having dialogue with colleagues we can find together a
solution which might be right.’ (BO.09.01)
‘I feel well working in this school because if problems arise we talk
about them. Finding an agreement within the team surely enhances
professionalism of each member…in this sense also dissensus can
be positive…’ (ST.CM.14)
‘Each teacher is different, each teacher has her own personality:
although there should be a commonality of principles and guidelines
[within the teachers’ team], everyone should be free to express her
own personal qualities…I think a new colleague – as each of us –
brings with her something positive that I can learn from…’(FI.BO.5)

14. Conceptualisations underpinning the
discourse of professionalism in ECE
Managerial practice
Ethical practice > Delivering pre-determined outcomes:
‘Care as a practice […] requires a ‘learning of fundamental behaviours and initial
deep and thoughtful knowledge of knowlege which are useful for acquiring
the situation, and of all of the actors’ competences later on’ (AdI, 2009)
situations, needs and competencies. > Rationalising human and financial
To use the care ethic requires a resources: ‘in order to qualify school services
knowledge of the context of the care and to fully valorise teachers’ professionalism,
[…] measures aimed at gradually increasing
process. Those who engage in a care the pupils/teacher ratio are implemented.’
process must make judgments: > Increased governmental control reducing
judgments about needs, […] autonomy of school institutions in choosing
strategies for achieving ends, the flexible forms of didactic organisation (eg.
responsiveness of care-receivers, teachers’ co-presence) that allow
and so forth. [...]These kinds of experimentation: ‘School directors involved in
judgements […]require an the process of rationalisation have to ensure its
assessment of needs in a social and punctual and complete realisation. In the cases
political, as well as personal, in which the predetermined objectives are not
achieved they are liable to the application of
context.’ contractual measures connected to their
(Tronto, 1993, pp. 136 – 137) executive responsibility.’ (Law 133/2008)

15. A starting point instead of a conclusion…
● Re-affirming ECE professionalism as a
ethical practice in order to contest the
managerial steering of educational policies
through collaborative research projects
(involving teachers and researchers together)
● Reconceptualising professional development
as a space of resistance in which collective
actions can contrast the authoritarian logic
imposed by educational policies

16. Arianna Lazzari
Dipartimento di Scienze dell’Educazione
arianna.lazzari2@unibo.it
www.unibo.it